Canadian medical education journal最新文献

{"title":"User experience of the Written Exam Question Quality tool to inform the writing of new written-exam questions.","authors":"Élise Vachon Lachiver, Christina St-Onge","doi":"10.36834/cmej.72320","DOIUrl":"10.36834/cmej.72320","url":null,"abstract":"<p><strong>Background: </strong>Creating new written-exam questions is a burdensome task for faculty members. While several guidelines exist, there had not been a previous attempt to streamline them in a user-friendly tool. We created the Written Exam Question Quality tool (WEQQ) and explored potential users' perception of this tool when writing their exam questions.</p><p><strong>Methods: </strong>We conducted a descriptive study to explore how four Canadian faculty members used the WEQQ. We conducted structured interviews that were analyzed within and across participants to understand the latter's perceived usefulness and acceptability of the WEQQ. Quantitative data from a short questionnaire on creating exam questions and their psychometric properties were also collected.</p><p><strong>Results and conclusion: </strong>Participants' perception of the WEQQ was positive, and they were favorable to its use. The WEQQ seemed to represent a user-friendly, easy way to help faculty members in creating multiple-choice or short-answer questions. Time on task remained the same when using the WEQQ. We were able to identify two user profiles, passive and active, which indicated how faculty members use the WEQQ to create exam questions. Future steps would be to further investigate if the WEQQ can increase the quality of written-exam questions and to understand how to promote an active use of the WEQQ when implementing this tool.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"83-88"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931171/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reviewers' views on the editorial review processes of the Canadian Medical Education Journal.","authors":"Larisa Lotoski, Jennifer O'Brien, Marcel F D'Eon","doi":"10.36834/cmej.77193","DOIUrl":"10.36834/cmej.77193","url":null,"abstract":"<p><strong>Background: </strong>Peer review is an integral part of the scientific process, ongoing efforts are needed to improve this process for both the reviewer and the scientific journal conducting peer review. This work describes the Canadian Medical Education Journal (CMEJ) peer reviewers' experiences in accepting or declining invitations to review.</p><p><strong>Methods: </strong>We deployed questionnaires between December 2020 and May 2022. We calculated descriptive statistics for each response group (accepted or declined invitations). We analyzed open-ended comments using conventional content analysis.</p><p><strong>Results: </strong>CMEJ Reviewers described their experiences within three broad categories of factors: individual, contextual, and journal. Participants strongly agreed or agreed to review an article (<i>n</i> = 95) because the article was: within their area of expertise (84/95 = 88.4%); within a topic of interest (<i>n</i> = 83, 87.4%); an appropriate length (<i>n</i> = 79, 83.2%); relevant to their work and/or interests (<i>n</i> = 77, 81.1%); of sufficient quality (<i>n</i> = 75, 78.9%); educational (<i>n</i> = 72, 75.8%); and provided the opportunity to remain up-to-date on current research (<i>n</i> = 69, 72.6%). Participants' (<i>n</i> = 17) most cited reason for declining their invitation to review for CMEJ was competing workloads (<i>n</i> = 14, 82.4%). Reviewers appreciated reviewer instructions, knowing the article's outcome, and seeing what other reviewers had to say.</p><p><strong>Conclusion: </strong>This work describes the enablers and barriers of CMEJ reviewers and highlights the need to acknowledge peer reviewers' work, while challenging institutions and journals to support peer review activities.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"128-140"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931187/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inclusive learning environments in medicine: a protocol on scoping what we know.","authors":"Kenza Achtoutal, Linda Bergeron, Christina St-Onge, Tim Dubé, Isabelle Boulais","doi":"10.36834/cmej.79360","DOIUrl":"10.36834/cmej.79360","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"142-144"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931188/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The feasibility of an innovative online mind-body wellness program for medical students.","authors":"Christina Ray, Shankar Jha, Makayla Watt, Ashley Hyde, Kendra McGowan, Sarah Tymchuk, Puneeta Tandon","doi":"10.36834/cmej.77658","DOIUrl":"10.36834/cmej.77658","url":null,"abstract":"<p><strong>Purpose: </strong>Medical students have higher stress levels than their age-matched peers; however, few online wellness interventions have been trialed in this population. This pilot study examined the feasibility of an online wellness program for medical students.</p><p><strong>Method: </strong>This was a pilot feasibility, mixed-methods study with a pre-post design. From September to October 2020, medical students from a large Canadian medical school were introduced to a 12-week online program with weekly sessions on yoga, breathwork, meditation, and nutrition. Feasibility measures included adherence, satisfaction, and retention, with secondary outcome measures including stress, anxiety, quality of life, and mindfulness. Post-program qualitative interviews explored participant experience.</p><p><strong>Results: </strong>Of 74 participants, 64 completed the program. Twenty-one achieved the program goal of participating at least two days per week. While 74.8% of participants found the program accessible and satisfying, some students reported challenges with adherence. Exploratory analysis indicated there are signals for reduced stress (11%, <i>p</i> = 0.005), anxiety (14%, <i>p</i> = 0.001), and improved mindfulness (5.6%, <i>p</i> = 0.001). Qualitative analysis revealed themes of participants experiencing an increased sense of balance and mindfulness.</p><p><strong>Conclusion: </strong>A 12-week online wellness intervention appears feasible for medical students, showing potential benefits for stress, anxiety, and mindfulness.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"76-82"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931175/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation and evaluation of a novel orientation manual for the emergency medicine clerkship and elective rotation.","authors":"Sydney Terry, Damian Feldman-Kiss, Gord McInnes","doi":"10.36834/cmej.79508","DOIUrl":"10.36834/cmej.79508","url":null,"abstract":"<p><p>The Kelowna General Hospital (KGH) Emergency Medicine (EM) Orientation Manual (OM) is a 28-page, mobile-friendly resource designed for medical students to use on- and off-shift. It contains all the academic, clinical, and logistical information needed for the KGH EM rotation, minimizing extrinsic cognitive load while equipping junior learners with tools to enhance learning and performance. The OM is adaptable by modifying the site-specific information while preserving the EM educational content. Future directions include further evaluation of the manual and replication at other University of British Columbia medical school sites, as the curriculum is the same across the province.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"119-122"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931174/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating facilitator adherence to a newly adopted simulation debriefing framework.","authors":"Lucas Smith, A J Kleinheksel, Matthew Tews","doi":"10.36834/cmej.77268","DOIUrl":"10.36834/cmej.77268","url":null,"abstract":"<p><strong>Background: </strong>Post-simulation debriefing is a critical component of the learning process for simulation-based medical education, and multiple frameworks have been established in an attempt to maximize learning during debriefing through guided reflection. This study developed and applied a rubric to measure facilitator adherence to the newly adopted Promoting Excellence and Reflective Learning in Simulation (PEARLS) debriefing framework to evaluate the efficacy of current faculty development.</p><p><strong>Methods: </strong>A retrospective review of 187 videos using a structured 13-behavior rubric based on the PEARLS debriefing model was conducted of facilitator-learner debriefings following a simulated clinical encounter for medical students. The aggregate results were used to describe common patterns of debriefing and focus future faculty development efforts.</p><p><strong>Results: </strong>In total, 187 debriefings facilitated by 32 different facilitators were analyzed. Average scores for each of the 13 PEARLS framework behaviors ranged from 0.04 to 0.971. Seven items had an average of ≥ 0.77, ten averaged > 0.60 and two averaged < 0.20.</p><p><strong>Conclusions: </strong>Faculty adhered to some behaviors elicited by the PEARLS model more consistently than others. These results suggest that faculty facilitators are more likely to adhere to frameworks that focus on educational behaviors and less likely to adhere to organizational or methodological frameworks.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"71-75"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931189/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"Like, we can't keep adding\": a mixed methods study to explore the feasibility of implementing co-produced 24-Hour Movement Guideline content.","authors":"Tamara L Morgan, Theresa Nowlan Suart, Michelle S Fortier, Isaac Kelman McFadyen, Jennifer R Tomasone","doi":"10.36834/cmej.78603","DOIUrl":"10.36834/cmej.78603","url":null,"abstract":"<p><strong>Background: </strong>Medical students must demonstrate competency in health promotion and illness prevention; however, movement behaviour promotion content is lacking in medical curricula. Canada's 24-Hour Movement Guidelines (24HMG) present an opportunity to transform medical curricula to promote movement behaviours within a 24-hour paradigm. We previously co-produced a 24HMG curriculum map and 14 curriculum objectives at one Canadian medical school. The aim of this study was to gain consensus on the curriculum map and objectives among faculty and medical students and explore implementation determinants.</p><p><strong>Methods: </strong>This study followed a concurrent nested mixed methods design using a modified Delphi method to assess the level of (dis)agreement with map components followed by interviews to explore the implementability of the map. A preliminary survey was distributed to collect demographic and movement behaviour data, followed by three online modified Delphi surveys. Suggested improvements to the map were solicited through open-text boxes. Interviews were semi-structured and conducted online. Interview data were analyzed using content analysis guided by the Consolidated Framework for Implementation Research (CFIR) 2.0.</p><p><strong>Results: </strong>Consensus was reached on 156/180 items (86.7%) in Survey 1 (faculty, <i>n =</i> 6; students, <i>n =</i> 8), 49/51 items (96.1%) in Survey 2 (faculty, <i>n =</i> 4; students, <i>n =</i> 7), and 8/8 items (100%) in Survey 3 (faculty, <i>n =</i> 3; students, <i>n =</i> 7). Implementation determinants encompassed all five CFIR 2.0 domains, mostly the inner setting (e.g., culture, structural barriers).</p><p><strong>Conclusions: </strong>Reciprocity and open communication between medical schools and external change agents should be prioritized when co-producing curriculum change in the present landscape of inflation and medical professional burnout.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"38-64"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931177/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Valuing virtue in medicine: a closer look at CanMEDS.","authors":"Saroj Jayasinghe","doi":"10.36834/cmej.79246","DOIUrl":"10.36834/cmej.79246","url":null,"abstract":"<p><p>The CanMEDS-2015 Framework outlines seven key roles expected of practicing physicians: communicator, collaborator, manager, health advocate, scholar, and professional. Critics have expressed concern about the omission of a proposed eighth role, 'Physician as Person' relevant to humane qualities and personal resilience of the physician. Upon further analyses, the Framework has included several virtuous attributes in the roles of a physician as professional and communicator. However, it addresses certain virtues like creativity, love, and spirituality inadequately. Drawing on literature from Positive Psychology, the author categorizes and additional set of virtues into six classes: wisdom, courage, humanity, justice, temperance, and transcendence. Based on these, the author lists virtues and concepts relevant to a 'Virtuous Role' for physicians. The CanMEDS Framework should integrate these virtues as a foundational or overarching role and draw from Virtue Ethics in religious and philosophical traditions. This approach is timely, giving ongoing efforts to update and develop CanMEDS2025. By adopting a Virtuous Role within CanMEDS, we aim to train physicians who are technically skilled and deeply humane, meeting society's expectations for compassionate and virtuous healthcare professionals.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"106-114"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931172/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A history of the Antisemitic 1934 Montreal Hospital Strike.","authors":"Lilly Groszman, George Weisz","doi":"10.36834/cmej.79539","DOIUrl":"10.36834/cmej.79539","url":null,"abstract":"<p><p>On June 15^th, 1934, interns at Montreal's Notre Dame Hospital initiated Canada's first medical strike in protest of the appointment of Dr. Samuel Rabinovitch, a French-speaking Jewish graduate of Université de Montréal, as chief intern. By June 16^th, the strike had spread to 75 more interns from Hôpital de la Miséricorde, Sainte-Justine, Hôtel-Dieu, and St. Jean-de-Dieu. The strike was purely antisemitic, targeting the first Jewish physician appointed to a staff position at a Catholic hospital. By situating the strike within its social context, Rabinovitch's story exemplifies medicine's history of systemic racism and highlights the contradiction between these practices and the medical principle of \"do no harm. <i>\"</i> Our aim is to provide a comprehensive analysis of the relationship between Montreal's medical history and antisemitism in the first half of the twentieth century. We conclude that the strike reinforces the historical basis of promoting racial diversity and inclusion in medical education.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"115-118"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931191/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Six ways to get a grip on a mentorship program for residents and faculty.","authors":"Lea Harper, Christopher A Hergott, Sylvain Coderre, Kenna Kelly-Turner, Melinda Davis, Kevin McLaughlin","doi":"10.36834/cmej.79339","DOIUrl":"10.36834/cmej.79339","url":null,"abstract":"<p><p>Mentorship is recognized as beneficial to the personal and professional development of physicians. It has been shown to positively influence career success and research productivity for the mentee, while being associated with increased job satisfaction and lower risk of burnout for the mentor. At an institutional level, when aligned with strategic priorities, mentorship can facilitate gender and racial equality, and improve faculty retention. Consequently, there are calls to prioritize and formalize mentorship, yet the optimal way to achieve this remains elusive. How exactly do we create a mentorship program that is viewed as effective from the perspective of the mentor, mentee, and the institution? In this article we approach mentorship as a <i>complex</i> system, and through this lens we aim to provide medical educators and leaders with guidance on how to create and evaluate a program that provides mentees with distributed and precision mentoring, while also aligning with institutional priorities.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 1","pages":"103-105"},"PeriodicalIF":0.0,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11931182/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}